Studenti svantaggiati e fattori di promozione della resilienza
Many studies showed the impact that the socio-economic context and students’ characteristics, such as gender and migratory background, have on mathematical performance. This situation poses a problem of equity of the educational system: some groups of young people are in fact disadvantaged for reaso...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
LED Edizioni Universitarie
2017-11-01
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| Series: | Journal of Educational, Cultural and Psychological Studies |
| Subjects: | |
| Online Access: | https://www.ledonline.it/index.php/ECPS-Journal/article/view/1294 |
| _version_ | 1830214230724313088 |
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| author | Fabio Alivernini Sara Manganelli Fabio Lucidi Ines Di Leo Elisa Cavicchiolo |
| author_facet | Fabio Alivernini Sara Manganelli Fabio Lucidi Ines Di Leo Elisa Cavicchiolo |
| author_sort | Fabio Alivernini |
| collection | DOAJ |
| description | Many studies showed the impact that the socio-economic context and students’ characteristics, such as gender and migratory background, have on mathematical performance. This situation poses a problem of equity of the educational system: some groups of young people are in fact disadvantaged for reasons independent of their commitment to the study. The aim of this paper is to evaluate the presence of factors on which teachers can intervene, allowing disadvantaged students to achieve excellence. The contribution aims to identify associated factors not only to compensate for the disadvantage associated with student background conditions, but to a real reversal of predictions in terms of skills acquired. The results show the impact that geographic membership, the socio-economic-cultural background of schools and families and gender, in their interaction, exert in defining situations of major disadvantage for students. At the same time, there is evidence for the protective role played by some teaching strategies, student self-beliefs, and other factors related to specific background situations. |
| first_indexed | 2024-12-18T06:39:04Z |
| format | Article |
| id | doaj.art-b8fc7b4c84f745039e0f3a835eb03a57 |
| institution | Directory Open Access Journal |
| issn | 2037-7932 2037-7924 |
| language | English |
| last_indexed | 2024-12-18T06:39:04Z |
| publishDate | 2017-11-01 |
| publisher | LED Edizioni Universitarie |
| record_format | Article |
| series | Journal of Educational, Cultural and Psychological Studies |
| spelling | doaj.art-b8fc7b4c84f745039e0f3a835eb03a572022-12-21T21:17:41ZengLED Edizioni UniversitarieJournal of Educational, Cultural and Psychological Studies2037-79322037-79242017-11-01016355610.7358/ecps-2017-016-aliv942Studenti svantaggiati e fattori di promozione della resilienzaFabio Alivernini0Sara Manganelli1Fabio Lucidi2Ines Di Leo3Elisa Cavicchiolo4INVALSI - Istituto Nazionale per la Valutazione del Sistema Educativo di Istruzione e FormazioneINVALSI - Istituto Nazionale per la Valutazione del Sistema Educativo di Istruzione e FormazioneSapienza Università di Roma, Dipartimento di Psicologia dei Processi di Sviluppo e SocializzazioneINVALSI - Istituto Nazionale per la Valutazione del Sistema Educativo di Istruzione e FormazioneINVALSI - Istituto Nazionale per la Valutazione del Sistema Educativo di Istruzione e FormazioneMany studies showed the impact that the socio-economic context and students’ characteristics, such as gender and migratory background, have on mathematical performance. This situation poses a problem of equity of the educational system: some groups of young people are in fact disadvantaged for reasons independent of their commitment to the study. The aim of this paper is to evaluate the presence of factors on which teachers can intervene, allowing disadvantaged students to achieve excellence. The contribution aims to identify associated factors not only to compensate for the disadvantage associated with student background conditions, but to a real reversal of predictions in terms of skills acquired. The results show the impact that geographic membership, the socio-economic-cultural background of schools and families and gender, in their interaction, exert in defining situations of major disadvantage for students. At the same time, there is evidence for the protective role played by some teaching strategies, student self-beliefs, and other factors related to specific background situations.https://www.ledonline.it/index.php/ECPS-Journal/article/view/1294disadvantaged studentsgenderpisaresiliencesocioeconomic background |
| spellingShingle | Fabio Alivernini Sara Manganelli Fabio Lucidi Ines Di Leo Elisa Cavicchiolo Studenti svantaggiati e fattori di promozione della resilienza Journal of Educational, Cultural and Psychological Studies disadvantaged students gender pisa resilience socioeconomic background |
| title | Studenti svantaggiati e fattori di promozione della resilienza |
| title_full | Studenti svantaggiati e fattori di promozione della resilienza |
| title_fullStr | Studenti svantaggiati e fattori di promozione della resilienza |
| title_full_unstemmed | Studenti svantaggiati e fattori di promozione della resilienza |
| title_short | Studenti svantaggiati e fattori di promozione della resilienza |
| title_sort | studenti svantaggiati e fattori di promozione della resilienza |
| topic | disadvantaged students gender pisa resilience socioeconomic background |
| url | https://www.ledonline.it/index.php/ECPS-Journal/article/view/1294 |
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